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Students identify how many smaller units make up a larger unit of time measurement, e.g. hours in a day.

Students select the most appropriate unit of time for a series of everyday activities.

Students select which unit of time - seconds, minutes, or hours - would most likely be used to time a range of everyday activities.

Students record times as a.m. or p.m. onto notices for everyday events.

Students decide whether the times written in words under analogue clocks are correct.

Students read an analogue clock face and draw some times onto other clock faces.

Students read analogue clock faces, and carry out time calculations drawing the results onto other clock faces.

Students draw times onto analogue clock faces and interpret analogue times.

Students carry out time calculations, showing some responses on analogue clock faces, and interpret an analogue time.

Students show times written in words on both analogue and digital clocks.

Students calculate a finishing time from a given time, and show the analogue times for a range of activities.

Students carry out time calculations and show digital times on analogue clock faces.

Students show given times on an analogue clock, and answer a question about difference in time.

Students convert times between analogue and digital forms.

Students calculate the time taken for bus travel and zoo feeding times based on analogue clocks showing start and finish times.

Students show a range of times on analogue and digital clocks.

Students show, interpret, and do calculations on times in both analogue and digital forms.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.